Publisher's Synopsis
What skills and attributes do successful online instructors have? This phenomenological study answers that question and explores faculty experiences in online classrooms determining factors that could produce job burnout and stress. Challenges and related stress-producing factors are examined to classify best practices in distance learning environments. Personal and professional attributes most suited for the expectations and demands required of online faculty are identified. Discovery may be useful to stakeholders such as higher education leaders, K12 leaders, corporate trainers, faculty trainers, administrators, retention specialists, researchers, job seekers, and students. Realistic and identifiable criteria are available to base employment practices, hiring standards, training, and decisions regarding online instruction. Best practices and procedures are established to help education leaders seek out and recruit faculty who have the necessary skills, abilities, and characteristics required rather than hiring based merely on academic credentials that might fail to identify specific attributes necessary.
